star science grade10 2008

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CALIFORNIA STANDARDS TEST G R A D E

Released Test Questions Science 10

Introduction - Life ScienceThe following released test questions are taken from the Life Science Standards Test. This test is one of the

California Standards Tests administered as part of the Standardized Testing and Reporting (STAR) Programunder policies set by the State Board of Education.

All questions on the California Standards Tests are evaluated by committees of content experts, including

teachers and administrators, to ensure their appropriateness for measuring the California academic content

standards in Life Science. In addition to content, all items are reviewed and approved to ensure their adherence

to the principles of fairness and to ensure no bias exists with respect to characteristics such as gender, ethnicity,

and language.

This document contains released test questions from the California Standards Test form in 2006 and 2007. First

on the pages that follow are lists of the Grades 6 through 12 standards assessed on the Life Science Test. Next

are released test questions. Following the questions is a table that gives the correct answer for each question, thecontent standard that each question is measuring, and the year each question appeared on the test.

The following table lists each reporting cluster, the number of items that appear on the exam, and the number of

released test questions that appear in this document.

— 1 — This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected

based on performance on released test questions. Copyright © 2008 California Department of Education.



G R A D E CALIFORNIA STANDARDS TEST

Science10 Released Test Questions

NUMBER OF NUMBER OF

REPORTING CLUSTER QUESTIONS RELEASED

ON EXAM TEST QUESTIONS

Investigation and ExperimentationGrade 6 (Standards 6LSIE7. c, e)

Grade 7 (Standards 7LSIE7. c)

Grade 8 (Standards 8LSIE9. b-c)

Grades 9-12 (Standards BIIE1. c, f, i-j)

6 3

Cell Biology

Grade 7 (Standards 7LS1. c-e)

Grade 8 (Standards 8PC6. b-c)

Biology/Life Sciences (Standards BI1. a, c, f)

10 5

Genetics 12 6

Grade 7 (Standards 7LS2. a, c-e) Biology/Life Sciences (Standards BI2. b, d-f; BI3. a; BI5. a)

Ecology

Grade 6 (Standards 6LS5. b-c, e)

Biology/Life Sciences (Standards BI6. a-f)

11 6

Evolution 11 5

Grade 7 (Standards 7LS3. a-c)

Biology/Life Sciences (BI7. a-d, BI8. a-b, e)

Physiology

Grade 7 (Standards 7LS5. a, c; 7LS6. j)

Biology/Life Sciences (Standards BI9. a-b, BI10. b-d)

10 5

TOTAL 60 30

In selecting test questions for release, three criteria are used: (1) the questions adequately cover a selection of the

academic content standards assessed on the Life Science Test; (2) the questions demonstrate a range of difficulty;

and (3) the questions represent a variety of ways standards can be assessed. These released test questions do not

reflect all of the ways the standards may be assessed. Released test questions will not appear on future tests.

For more information about the California Standards Tests, visit the California Department of Education’s Web

site at http://www.cde.ca.gov/ta/tg/sr/resources.asp.



http://www.cde.ca.gov/ta/tg/sr/resources.asp

http://www.cde.ca.gov/ta/tg/sr/resources.asp





THE INVESTIGATION AND EXPERIMENTATION REPORTING CLUSTER

The following nine California content standards are included in the Investigation and Experimentation reporting

cluster and are represented in this booklet by three test questions. These questions represent only some ways in

which these standards may be assessed on the California Life Science Standards Test.

CALIFORNIA CONTENT STANDARDS IN THIS REPORTING CLUSTER

Investigation and Experimentation

Grade 6 Standards

6LSIE7. Scientific progress is made by asking meaningful questions and conducting carefulinvestigations. As a basis for understanding this concept and addressing thecontent in the other three strands, students should develop their own questions andperform investigations. Students will:

6LSIE7.c. Construct appropriate graphs from data and develop qualitative statements about the

relationships between variables.

6LSIE7.e. Recognize whether evidence is consistent with a proposed explanation.

Grade 7 Standards

7LSIE7. Scientific progress is made by asking meaningful questions and conductingcareful investigations. As a basis for understanding this concept and addressingthe content in the other three strands, students should develop their own questionsand perform investigations. Students will:

7LSIE7.c. Communicate the logical connection among hypotheses, science concepts, testsconducted, data collected, and conclusions drawn from the scientific evidence.

Grade 8 Standards

8LSIE9. Scientific progress is made by asking meaningful questions and conductingcareful investigations. As a basis for understanding this concept and addressingthe content in the other three strands, students should develop their own questionsand perform investigations. Students will:

8LSIE9.b. Evaluate the accuracy and reproducibility of data.

8LSIE9.c. Distinguish between variable and controlled parameters in a test.

Grades 9-12 Standards

BIIE1. Scientific progress is made by asking meaningful questions and conductingcareful investigations. As a basis for understanding this concept and addressingthe content in the other four strands, students should develop their own questionsand perform investigations. Students will:

BIIE1.c. Identify possible reasons for inconsistent results, such as sources of error oruncontrolled conditions.

BIIE1.f. Distinguish between hypothesis and theory as scientific terms.

BIIE1.i. Analyze the locations, sequences, or time intervals that are characteristic of naturalphenomena (e.g., relative ages of rocks, locations of planets over time, and successionof species in an ecosystem).

BIIE1.j. Recognize the issues of statistical variability and the need for controlled tests.







THE GENETICS REPORTING CLUSTER

The following 10 California content standards are included in the Genetics reporting cluster and are represented

in this booklet by six test questions. These questions represent only some ways in which these standards may be

assessed on the California Life Science Standards Test.


Genetics

Grade 7 Standards

7LS2. A typical cell of any organism contains genetic instructions that specify its traits.Those traits may be modified by environmental influences. As a basis forunderstanding this concept:

7LS2.a. Students know the differences between the life cycles and reproduction methods of

sexual and asexual organisms.

7LS2.c. Students know an inherited trait can be determined by one or more genes.

7LS2.d. Students know plant and animal cells contain many thousands of different genes andtypically have two copies of every gene. The two copies (or alleles) of the gene may ormay not be identical, and one may be dominant in determining the phenotype while theother is recessive.

7LS2.e. Students know DNA (deoxyribonucleic acid) is the genetic material of living organismsand is located in the chromosomes of each cell.

Biology/Life Science Standards

BI2. Mutation and sexual reproduction lead to genetic variation in a population.As a basis for understanding this concept:

BI2.b. Students know only certain cells in a multicellular organism undergo meiosis.

BI2.d. Students know new combinations of alleles may be generated in a zygote through thefusion of male and female gametes (fertilization).

BI2.e. Students know why approximately half of an individual’s DNA sequence comes fromeach parent.

BI2.f. Students know the role of chromosomes in determining an individual’s sex.

BI3. A multicellular organism develops from a single zygote, and its phenotype dependson its genotype, which is established at fertilization. As a basis for understandingthis concept:

BI3.a. Students know how to predict the probable outcome of phenotypes in a genetic cross

from the genotypes of the parents and mode of inheritance (autosomal or X-linked,dominant or recessive).

BI5. The genetic composition of cells can be altered by incorporation of exogenous DNAinto the cells. As a basis for understanding this concept:

BI5.a. Students know the general structures and functions of DNA, RNA, and protein.







THE ECOLOGY REPORTING CLUSTER

The following nine California content standards are included in the Ecology reporting cluster and are

represented in this booklet by six test questions. These questions represent only some ways in which these

standards may be assessed on the California Life Science Standards Test.


Ecology

Grade 6 Standards

6LS5. Organisms in ecosystems exchange energy and nutrients among themselves andwith the environment. As a basis for understanding this concept:

6LS5.b. Students know matter is transferred over time from one organism to others in the food weband between organisms and the physical environment.

6LS5.c. Students know populations of organisms can be categorized by the functions they servein an ecosystem.

6LS5.e. Students know the number and types of organisms an ecosystem can support dependson the resources available and on abiotic factors, such as quantities of light and water,a range of temperatures, and soil composition.


BI6. Stability in an ecosystem is a balance between competing effects. As a basis forunderstanding this concept:

BI6.a. Students know biodiversity is the sum total of different kinds of organisms and is affectedby alterations of habitats.

BI6.b.Students know

how to analyze changes in an ecosystem resulting from changes inclimate, human activity, introduction of nonnative species, or changes in population size.

BI6.c. Students know how fluctuations in population size in an ecosystem are determined bythe relative rates of birth, immigration, emigration, and death.

BI6.d. Students know how water, carbon, and nitrogen cycle between abiotic resourcesand organic matter in the ecosystem and how oxygen cycles through photosynthesisand respiration.

BI6.e. Students know a vital part of an ecosystem is the stability of its producers anddecomposers.

BI6.f. Students know at each link in a food web some energy is stored in newly made structuresbut much energy is dissipated into the environment as heat. This dissipation may berepresented in an energy pyramid.







THE EVOLUTION REPORTING CLUSTER

The following 10 California content standards are included in the Evolution reporting cluster and are

represented in this booklet by five test questions. These questions represent only some ways in which these



Evolution

Grade 7 Standards

7LS3. Biological evolution accounts for the diversity of species developed throughgradual processes over many generations. As a basis for understandingthis concept:

7LS3.a. Students know both genetic variation and environmental factors are causes of evolutionand diversity of organisms.

7LS3.b. Students know the reasoning used by Charles Darwin in reaching his conclusion thatnatural selection is the mechanism of evolution.

7LS3.c. Students know how independent lines of evidence from geology, fossils, and comparativeanatomy provide the bases for the theory of evolution.


BI7. The frequency of an allele in a gene pool of a population depends on many factorsand may be stable or unstable over time. As a basis for understanding this concept:

BI7.a. Students know why natural selection acts on the phenotype rather than the genotype ofan organism.

BI7.b. Students know why alleles that are lethal in a homozygous individual may be carried in

a heterozygote and thus maintained in a gene pool.

BI7.c. Students know new mutations are constantly being generated in a gene pool.

BI7.d. Students know variation within a species increases the likelihood that at least somemembers of a species will survive under changed environmental conditions.

BI8. Evolution is the result of genetic changes that occur in constantly changingenvironments. As a basis for understanding this concept:

BI8.a. Students know how natural selection determines the differential survival of groupsof organisms.

BI8.b. Students know a great diversity of species increases the chance that at least someorganisms survive major changes in the environment.

BI8.e.Students know

how to analyze fossil evidence with regard to biological diversity,episodic speciation, and mass extinction.







THE PHYSIOLOGY REPORTING CLUSTER

The following eight California content standards are included in the Physiology reporting cluster and are

represented in this booklet by five test questions. These questions represent only some ways in which these



Physiology

Grade 7 Standards

7LS5. The anatomy and physiology of plants and animals illustrate the complementarynature of structure and function. As a basis for understanding this concept:

7LS5.a. Students know plants and animals have levels of organization for structure and function,including cells, tissues, organs, organ systems, and the whole organism.

7LS5.c. Students know how bones and muscles work together to provide a structural frameworkfor movement.

7LS6. Physical principles underlie biological structures and functions. As a basis forunderstanding this concept:

7LS6.j. Students know that contractions of the heart generate blood pressure and that heartvalves prevent backflow of blood in the circulatory system.


BI9. As a result of the coordinated structures and functions of organ systems,the internal environment of the human body remains relatively stable(homeostatic) despite changes in the outside environment. As a basisfor understanding this concept:

BI9.a. Students know how the complementary activity of major body systems provides cellswith oxygen and nutrients and removes toxic waste products such as carbon dioxide.

BI9.b. Students know how the nervous system mediates communication between differentparts of the body and the body’s interactions with the environment.

BI10. Organisms have a variety of mechanisms to combat disease. As a basis forunderstanding the human immune response:

BI10.b. Students know the role of antibodies in the body’s response to infection.

BI10.c. Students know how vaccination protects an individual from infectious diseases.

BI10.d. Students know there are important differences between bacteria and viruses withrespect to their requirements for growth and replication, the body’s primary defenses

against bacterial and viral infections, and effective treatments of these infections.







1 The graph below shows the production of

antibodies following a flu shot.

A n t i b o d y L e v e l

Antibody LevelFollowingVaccination

109

8 76

54

32

1

0 5 10 15 20 25

Time (day)

Which of the following statements best describes

the maximum antibody level of a person’s body

after a flu vaccination?

A It occurs immediately.

B It is never achieved.

C It is achieved on day 15.

D It is achieved on day 18.

CSZ30053

2 The jackrabbit population sometimes decreases

dramatically. One possible explanation for

this decrease is that the coyote population has

increased. This explanation is a scientific

A conclusion.

B experiment.

C hypothesis.

D law.

CSZ30176

3 A mineral supplement designed to prevent the

common cold was given to two groups of people

during a scientific study.

Dosage

Group 1mg

50day

Group 2 100mg day

After eight weeks, neither group reported a case

of the common cold. Which of the following

would have made the outcome of this study

more valid?

A Test only one group with 150 mg of thesupplement.

B Give the supplement to both groups for only 6

weeks.

C Create a third group that receives 75 mg of the

supplement.

D Create a third group that does not receive the

supplement.

CSZ30523





Released Test Questions Science


10

10 Which of the following cell types is formed by

meiosis?

A muscle cells

B sperm cells

C skin cells

D blood cells

CSZ30071

11 What process is necessary for the inherited

traits of an organism to be passed along by

sexual reproduction?

A mitosis

B meiosis

C mutation

D fission

CSZ20950

12 In pigeons, the allele for normal feathers (F) is

dominant to the allele for frizzy feathers (f).

Punnett Square

L l

L 1 2

l 3 4

Normal Frizzy

x

If a purebred, normal-feathered bird (FF) is

crossed with a frizzy-feathered bird (ff), how

many different feather phenotypes are possible

in the offspring?

A 1B 2

C 3

D 4

CSZ30826

13 In humans, the allele for unattached earlobes

(L) is dominant to the allele for attached

earlobes (l).

Based on the diagram above, an offspring with

attached earlobes is indicated in

A box 1.

B box 4.

C boxes 2 and 3.

D boxes 1, 2, and 3.

CSZ30797

14 Which of the following best describes the

inheritance of a sex-linked trait?

A a recessive allele carried by females that

affects only males

B a dominant allele carried by females that

affects only males

C an allele carried on the Y chromosome that

can affect both males and females

D an allele carried on an X chromosome that can

affect males or females

CSZ30915






Released Test QuestionsScience10

15 The diagram below shows a marine food chain.

Phytoplankton Zooplankton Herring Salmon

The zooplankton in this food chain are

A primary producers.

B primary consumers.

C secondary consumers.

D tertiary consumers.

CSZ20937

16 The table below contains information about animal diets.

Animals Diet

SnakesSquirrels, chipmunks, gophers,and mice

Hawks and owls Rodents and reptiles

RodentsSeeds, nuts, roots, grass, leaves,and flowers

Which energy pyramid best represents the data in the table?

A

Hawks

andowls

Snakes

Rodents

Seeds, nuts, roots, grass,leaves, and flowers

C

Hawksand owls

Snakes

Rodents

Seeds, nuts, roots,grass, leaves, and flowers

B

Hawksandowls

Snakes

Rodents

Seeds, nuts, roots,grass, leaves, and flowers

D

Hawksand owls

Snakes

Rodents

Seeds,nuts, roots,

grass, leaves,and flowers

CSZ20924






17 Which of the following sets of organisms would

be found in a wetland ecosystem?

A tortoise, lizard, fly

B salamander, mosquito, frog

C moose, seal, lemming

D lion, giraffe, beetle

CSZ30197

18 The graph below shows changes in a caribou

population over time.


Caribou Population

0

N u m b e r o f C a r i b o u

Time

Based on the graph, which of the following is a

possible explanation for the stabilization of the

caribou population?

A an equal number of deaths and births

B an unequal number of deaths and births

C an equal number of immigrants and births

D an unequal number of immigrants and deaths

CSZ30062

19 During photosynthesis in plants, what is the

source of the carbon in the sugar molecule

(C H )?6 12O6

A carbon dioxide in the air

B carbon monoxide in the air

C carbon particles in the soil

D carbon particles in water

CSZ20951

20 Which of the following processes allows the

cells of an organism to use carbon from the

environment?

A mitosis

B fertilization

C transpiration

D photosynthesis

CSZ30635

21 How is natural selection in the evolution of long

necks in giraffes best explained?

A Shorter-necked giraffes were killed by long-

necked giraffes.

B Giraffe necks grew longer because of the bone

structure of the animals.

C Giraffes with longer necks survived because

they were better suited to the environment.

D Long-necked giraffes mated only with other

long-necked giraffes.

CSZ30526

22 Which of the following explains why natural

selection acts on the phenotype of an organisminstead of its genotype?

A Phenotypes directly influence the interaction

of an organism with its environment.

B Genotypes do not change except by the

process of transcription.

C Genotypes change in direct response to habitat

changes.

D Phenotypes can be inherited by offspring.

CSZ30403






Released Test QuestionsScience10

23 A particular allele in mice is lethal in

homozygotes. Heterozygotes, however, develop

normally. Why does this allele remain in the

population?

A Homozygous mice pass the allele to their

offspring.

B The recessive allele is masked in

heterozygotes.

C Natural selection selects for the homozygous

individual with normal alleles.

D Natural selection selects against the

heterozygous individual.

CSZ30530

24 Rainfall in a tropical region is below average

for 10 consecutive years. Insect species adapted

for dry conditions are much more plentiful at

the end of the 10 years. Which of the following

statements best explains the increase in the

population of these insects?

A Biodiversity in the region has increased due to

the dry conditions.

B Insects with a high tolerance for dry

conditions have migrated out of the region.C Natural selection has favored insect species

with a high tolerance for dry conditions.

D Natural selection has selected against insect

species that are adapted for dry conditions.

CSZ30531

25 Skeletal structures are common between two

animals of different species. These structures

probably exist because both species

A have a common food source.B live in the same environment.

C have survived until the present time.

D are related to a common ancestor.

CSZ30396

26 Which of the following pairs provides structural

support for a human?

A skin and blood

B bones and muscles

C spine and heart

D brain and nerves

CSZ30626

27 Which three human-body systems coordinate to

cause an arm to move?

A nervous, muscular, skeletal

B respiratory, muscular, digestive

C skeletal, circulatory, immune

D digestive, nervous, circulatory

CSZ30894







28 The diagram below shows a human heart.

LeftVentricle

LeftAtrium

Aorta

Aortic

Valve

When contracted, the left ventricle pumps

oxygenated blood to the body. What is the

purpose of the aortic valve that separates the

left ventricle from the aorta?

A to prevent blood from flowing back into the

left ventricle

B to prevent blood from flowing into the aorta

C to push blood into the left ventricle

D to push blood into the aorta

CSZ20974

29 How do nutrients, absorbed by the small

intestine, travel to the individual cells of the

human body?

A The nutrients are absorbed from the smallintestine into the blood and move through the

circulatory system to the body cells.

B The nutrients move from the small intestine

directly to the liver and then move through the

lymphatic system to the body cells.

C The small intestine forces the nutrients into

the kidneys, where the nutrients are then

dissolved in fluids used by the body cells.

D The body cells send nerve impulses indicating

a lack of nutrients to the small intestine, andthe small intestine sends the nutrients back to

the cells.

CSZ30926

30 The purpose for giving a person a vaccine is to

A introduce chemicals that destroy viruses.

B stimulate an immune response.

C prevent inflammation.

D cure a disease.

CSZ30427



star science grade10 2008

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